Bütünleştirici Eğitim Takım İşidir: Farklı İhtiyaçları Olan Öğrencilerin Fen Derslerinde Desteklenmesi

Bütünleştirici eğitimi destekler Fen Bilimleri öğretimi (Step-IN), İngiliz Öğretmen Gelişim Ajansı (TDA) tarafından desteklenmiş bir lise ve bir yüksek öğretim kurumu işbirliği projesidir. Kanıta dayalı öğretim stratejileri kullanılarak bütünleştirici fen bilimleri eğitimini destekleyen proje işbirlikçi araştırma felsefesi üzerine kurgulanmıştır. Bu mesleki gelişim projesinin amacı (CPD) Fen Bilimleri öğretmenlerine zaman yaratarak sınıflarında bütünleştirici eğitimi hayata geçime sürecindeki engelleri tespit etmek ve buna yönelik çözüm üretmelerini sağlamaktır. Projede adapte edilen mesleki gelişim modeli bütünleştirici Fen Bilimleri eğitimi hakkında meslektaş işbirliği ve kanıta dayalı akıl yürütmeyi içermektedir. Bu model araştırmaya katılan tüm öğretmenler için pozitif bir deneyim olmuştur. Çalışmanın ana bulguları içinde öğretmenlerin seslerini duyurabilmesi ve kendi mesleki gelişim ajandalarını oluşturabilmeleri en önemli bulgular arasında sıralanabilir.

It Takes a Village: Including Diversity of Pupils' Needs in Science Classes

Science teaching for promoting inclusion (Step-IN) project is Teacher Development Agency (TDA) funded collaboration between a secondary school and a higher education institute. This project was based on a collaborative research philosophy to promote inclusive science teaching using evidence-based teaching strategies. The purpose of this continued professional development (CPD) project was to create the space for science teachers to identify potential inclusion issues in their classes and to develop strategies to tackle such issues. The CPD model included peer-collaboration and evidence-based reasoning about inclusive science teaching. This CPD experience was perceived to be an unequivocally positive one for the teachers. Inclusion of teacher's voices, developing their own CPD agenda, was found to be one of the major findings of the project.

Kaynakça

Abels, S. (2014). Inquiry-based science education and special needs - teachers' reflections on an inclusive setting. Journal of Education, 2(2), 124-154.

Baggot-Lavelle, L., & Erduran, S. (2007). Argument and developments in the science curriculum. School Science Review, 88(324), 31-39.

BBC (2002) News website. 11 July 2002. Retrieved on 8.03.2016 from http://news.bbc.co.uk/2/hi/uk_news/education/2120424.stm Booth, T., & Ainscow, M. (2000). Index of Inclusion. Bristol: Centre for Studies on Inclusive Education.

Cawley, J., Hayden, S., Cade, E. & Baker-Kroczynski, S. (2002). Including students with disabilities into the general education science teaching classroom. Exceptional Children, 68(4), 423-435.

Creese, A., Daniels, H., & Norwich, B. (1997). Teacher Support Teams in Primary and Secondary Schools. London: David Fulton.

DES/WO (1988). Science for ages 5 to 16. London: HMSO.

DFE (1995). Science in the national curriculum. London: HMSO.

DfE (2015). Special Educational Needs and Disability Code of Practice: 0 to 25 years. London: HMSO.

DfEE/QCA (1999). Science: the National Curriculum for England. London: HMSO.

DfES/QCA (2004). Science: The National Curriculum for England. HMSO. Dyson, A., Farrell, P., Polat, F., Hutcheson, G., & Gallanaugh, F. (2004). Inclusion and Pupil Achievement. London: DfES Publications.

Erduran, S., Polat, F., Raveaud, N. (2008). Science teaching for promotion Inclusion (Step-In): professional development through evidence-based peer collaboration. Bristol: University of Bristol.

Farrell, P., Dyson, A., Polat, F., Hutcheson, G., & Gallanaugh, F. (2007). Inclusion and achievement in mainstream schools. European Journal of Special Needs Education, 22 (2), 131-145.

Fetters, M., Pickard, D., & Pyle, E. (2003). Making science accessible: Strategies for modifying science activities to meet the needs of a diverse population. Science Scope, 26(5), 26-29.

Fullan, M. (2001). The new meaning of educational change (3rd ed.). London: Routledge-Falmer.

Grossman, P. L., Wilson, S. M. and Shulman, L. S. (1989) Teachers of substance: subject matter knowledge for teaching. In M. C. Reynolds (ed.), Knowledge Base for the Beginning Teacher (pp. 23- 36). New York: Pergamon.

Hattie, John (2012). Visible learning for teachers: Maximizing impact on learning. London: Routledge.

Hoban, G. F. (2002). Teacher learning for educational change. Buckingham, UK: Open University Press.

Idol, L., Nevin, A., & Paolucci-Whitcomb, P. (1994). The collaborative consultation model.

Collaborative consultation (2nd Ed.), (pp. 1-15). Austin, TX:Pro-ed. Maccini, P., Gagnon, J. C., & Hughes, C. A. (2002). Technology based practices for secondary

students with learning disabilities. Learning Disability Quarterly, 25, 247-261. Mastropieri, M. A., & Scruggs, T. E. (1994). Text based vs. activities-oriented science curricula for students with disabilities. Remedial and Special Education, 15, 34-43.

Mastropieri, M. A., Scruggs, T. E., & Graetz, J. E. (2003). Reading comprehension instruction for secondary students: Challenges for struggling students and teachers. Learning Disability Quarterly, 26, 103-116.

Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies. London: Routledge.

Moon, N.W., Todd, R.L., Morton, D.L., & Ivey, E. (2012). Accommodating students with disabilities in Science, Technology, Engineering, and Mathematics (STEM). Atlanta, Georgia: SciTrain.

National Curriculum Council (1991) Science in the National Curriculum: A report to the Secretary of State for Education and Science on the statutory consultation for attainment targets and programmes of study in science. London: NCC.

Noddings, N. (1992). The challenge to care in schools. NY: Teachers College Press.

Opretti, R., Belalcazar, C., 2008. Trends in inclusive education at regional and interregional levels: issues and challenges. Prospects, 38, 113-135.

Palincsar, A. S., Magnusson, S. J., Collins, K. M., & Cutter, J. (2001). Making science accessible to all: Results of a design experiment in inclusive classrooms. Learning Disability Quarterly, 24, 15-32.

Polat, F. (2011). Inclusion in Education: A Step Towards Social Justice. International Journal of Educational Development, 31(1), 50-58.

QCA (2001). Planning, Teaching and Assessing for Pupils with Learning Difficulties: Science. London: QCA.

Reynolds, M. (2001). Education for inclusion, teacher education and the Teacher Training Agency standards. Journal of In-service Education, 27(3), 465-476.

Robinson, S. (2002). Teaching High School Students with Learning and Emotional Disabilities in Inclusion Science Classrooms: A Case Study of Four Teachers' Beliefs and Practices. Journal of Science Teacher Education, 13(1), 13-26.

Roth, K.J., . Garnier, H.E, Chen, C., Lemmens, M., Schwille, K., . Wickler, N.I.Z (2011).

Videobased Lesson Analysis: Effective Science PD for Teacher and Student Learning. Journal of Research in Science Teaching, 48(2), 117-148.

Schön, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.

Schwab, J. J. (1964) The structure of the disciplines: meaning and significance. In G. W. Ford and L. Pugno (Eds.), The Structure of Knowledge and the Curriculum (pp. 6-30) (Chicago: Rand McNally).

Shulman, L. S. (1986) Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Kaynak Göster